Integration of Math and Art- Microteach Lesson (Grade 5 focus)

Erica Thompson and Michelle Smyth

TRANSFER GOAL:

Students will recognize shapes in art and the world around them so that they may transfer their observations
and knowledge by creating works of art that employ geometric shapes and objects.

MEANING

Enduring Understandings: (Math and Art)
Students will come to understand
U1 Two-dimensional shapes and three-dimensional
objects can be the foci of an art piece
U2 Geometric shapes and objects may be
employed to make a 2D or 3D work of art
U3 Shapes are all around us in art, architecture,
and other areas of daily life.
Essential Questions: (Math and Art)
Students will be reminded to consider
Q1 How can geometric shapes be incorporated
into art?
Q2 How do we interact with geometric shapes in
the world around us?
Q3 How can we break objects down into basic
shapes?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will be able to Students will already be skilled at (previous

MATH-related competencies
Identify and describe characteristics, similarities,
relationships, and properties of:
geometric shapes using key-words like
horizontal, vertical, parallel, perpendicular,
and intersecting lines
the names of newly introduced parallelograms
ART-related competencies:
Recognize two-dimensional shapes and three-
dimensional objects in multiple examples of art
history as well as in their own environment
Construct and build 3D objects using 2D shapes
and manipulate these objects with the goal of
creating a mini city/town site model
Transfer objects forms to shapes
knowledge or SLOs)
MATH-related competencies
Identifying and describing characteristics,
similarities, relationships, and properties of
geometric shapes using key-words like face, edge,
vertex (vertices), two-dimensional, three-
dimensional, prisms, pyramids, spheres, etc
ART-related competencies:
Observing and discussing images and the world
around them
Knowing and creating effective and aesthetic
compositions in the second dimension and
possibly third dimension
Using appropriate art-related terms to discuss
geometric shapes through the lense of an artist

STAGE 2 Evidence
Assessment Evidence
Students will need to show their learning by: Showcase their ability to see shapes within the world around
them, breaking everyday objects into shapes and creating objects using their knowledge of how shapes make
up composition and objects

Transfer Task: Where does this lead:

Whats next for Math?
Now that students have recognized shapes in their environment, have constructed different three-dimensional
objects, and have been able manipulate and interact with these shape and objects, students should have an
understanding for shapes and objects beyond what a textbook may offer. This understanding may help
students in a unit on measuring 2-D shapes and 3D objects (length, height, width, perimeter, surface area,
volume, etc.)
As the math program of studies incorporates 2-D shapes and 3D objects and their measurement in all grades
up to grade 9, this unit may be helpful in learning about these items in students future.
Whats next for Art?
After building and exploring with 3D objects and interacting with 2-D shapes, students will be able to build,
explore, and interact on a larger scale. This may include simple things like setting up still-lifes out of 3-D
objects made from thicker paper, or representing organic subject matter using horizontal, perpendicular, or
intersecting lines in their drawings or paintings. Or, they may go as far as developing sculptures from
geometric shapes and objects that defy gravity, out of clay (or other materials). This unit may also lend itself as
a precursor to the study of linear perspective, interior design, furniture-making, or even architecture. Because
2-D shapes and 3D objects are quite literally everywhere, the places students can take this unit are limitless.
Where Else Can This Go?
This could lead right into the hands of Structures and Forces science unit in grade seven. Not only will
they have the craftsmanship necessary for building good structures out of paper, they will have a good
understanding of what 3D objects and 2D shapes are best for construction.
After constructing buildings, students may even wish to incorporate the structure of a plant and
investigate what about the structures of plants allow them withstand the elements or what part of
these structures serve dual purposes of support and survival (phloems for example) in their study of
wetlands in science; structure of the body and make paper models of bone structure, even body
organs in high school biology
Unit Summary:
This unit brings to light that math and art, although they may appear to be very exclusive
from each other at first glance, with a closer look one may find that they are very
interconnected. Students will learn this through examination and manipulation of 2D shapes
and 3D objects by investigating examples from art history, by recognizing examples from their
environment, and by creating and manipulating 3D objects. They will work cooperatively in
teams to create a cityscape from 3D objects.
Students will be encouraged to engage on multiple levels of learning including the
conceptual, psychomotor, and affective domains. Conceptually, students will learn how to
recognize, identify, and discuss the relationships between art and math while deeply
investigating a variety of geometric shapes. They will be asked to consider examples from art
history as well as objects and structures in their environment. In considering these examples
and discussing them, students will be introduced to math and art terms and be expected to use
them throughout the unit and onwards. On a psychomotor level, students will be prompted to
build and manipulate 3D objects from paper models while planning, developing, and executing
a cityscape. Because students will be working in teams they will be required to enhance and
develop their social skills. This will include communicating, compromising, and conflict
resolution, if necessary. They will also be asked to reflect upon the finished projects and the
process their group took to get there. These two elements unit lend towards the affective
domain.

Rationale:
As mentioned above, math and art are not always recognized as having many, if any,
relations. Many students who gravitate towards art tend to not do the same towards math, or
vise versa. The purpose of this unit is to allow students to bridge a gap between art and math
and to develop an appreciation for the relationship between the two subjects. With many
options in which to construct this theoretical bridge, this unit will focus on using shapes in art
and throughout everyday objects.
For students to recognize that their world is made up of shapes is a rather liberating
concept. Knowing this helps them analyze and evaluate structural properties of their
environment and be constantly asking themselves what about this structure makes it work? Or,
how can this objects structure be improved? This opens the eyes to a critical way of thinking
about and observing ones world and may inspire students to see relationships where they
didnt consider them before.
There is also a reality that students and teachers face that art classes are becoming shorter and
less frequent in many school districts across the province. Having a unit that celebrates both art
and math allows for an efficient use of ones classroom time while also teaching students that
on top of the analytical thinking required by math instructions, there may also be creative
thinking involved.
Summary of Lessons:
Lesson 1 Introduction
Lesson one will be split up into two, one-hour classes. In the first of these classes students
will be introduced to the concept that math and art can be interconnected through the book
Math and the Art Museum by Group Majoongmul (2015). The book shows art styles and specific
examples of notable artists and art pieces.This reading may open the doors to a class discussion
about the concepts related to this integration through a series of questions about the readings,
deepening the idea that math and art can share a symbiont relationship. Students will then be
asked to describe shapes using math-specific terms (horizontal, vertical, parallel, perpendicular,
and intersecting) and draw these lines on graph paper to be put into their sketchbooks.
In the second class, we will review the concepts that allow math and art to share a physical
space and review any new terms learned. Students will then be introduced to more terms that
pertain to two-dimensional shapes, specifically parallelograms (rectangles, squares, trapezoids,
rhombuses) and be shown where these shapes exist in examples from art history. Student will
be encouraged to find examples of these shapes in their environment (posters in the classroom,
furniture and other structures around them, tools for learning, etc) and then draw these new
shapes on graph paper, followed by drawing the examples they found in their direct
environment on graph paper as well, labeling these shapes using the terms learned from both
classes. The graph paper will be put into their sketchbooks.

Lesson 2 Drawing 2-D shapes and referencing Art History

Following a quick review of concepts explored from the previous lesson, students will be
shown other examples of pieces from art history that demonstrate how three-dimensional
objects are employed by artists. Students will look at pop-culture references like Disney
character as well as go on a guided walk to identify 2D shapes and 3D objects in the world
around them. This second lesson will end with a discussion on what students observed and will
require one class of sixty minutes.

Lesson 3 Constructing 3-D objects & city/town site, with references to architecture
This lesson may require three, hour-long classes. Students will be asked to apply what they
have learned by constructing 3D objects out of 2D paper shapes and patterns. They will be
asked to keep in mind all elements of art and properties of design that they have learned up to
this point as artists and work in teams to complete a cityscape. Students will be shown various
techniques in making their cityscapes aesthetically appealing and theoretically functional.
Students will also be shown specific architectural works that have a strong sense of geometry
attached to them.
Evaluation/Assessment:
Assessment for this unit shall be done on an ongoing basis.
Through observation and discussion, students will be assessed on how well they know and
understand new concepts. Students will be asked to blend old and new math and art concepts
to the discovery of shapes in art and the world around them and apply their understanding by
analyzing the relationships between geometric shapes and art. These discussions will happen
immediately following the introduction of a new concept as well as at the beginning of every
class as a quick review of content learned in previous classes.
A final critique/discussion will incorporate a wide range of questions that scaffold along with
Webbs Depth of knowledge by asking students to describe what they see, asking them why
works are effective or not, having students reflect upon the processes and materials used, and
asking them what they would do differently next time. The modality used in asking these
discussion may be written or verbal and may include digital submission.
Teams of students will be given the chance to self-assess their finished cityscape as well as
reflect upon what they would do differently after looking at the other teams works. The depth
at which they reflect upon the effective use of 3D objects, elements of art, and principles of
design will provide insight into how well students understand that art and math can coexist in
one space.
Lesson 1: Introduction to math in art (2 classes 60 min each)
Class 1
Key question: Where can math be found in art?
Objectives: Students will
1. Respond to a reading from Math at the Art Museum
2. Discuss 3-D objects and 2-D shapes in art
3. Practice drawing 2-D shapes and 3-D objects on graph paper

Materials:
Book- Math at the Art Museum
List of math terms, and visual examples
Drawing materials (pencils)
Graph paper

Introduction:
1. Read Math at the Art Museum Ask the following questions at the appropriate time
during the reading (Please note that the pages of the book are not numbered)
1. Cover- Do you think math and art go together? Why or why not?
2. Page 3-What does the word numerals mean?
Do you recognize any numbers in the painting
3. Page 7- Quickfire name 5 geometric shapes ready GO! (If the students have a
hard time naming geometric shapes, start them off with basic geometric shapes
like circle, triangle, square, etc.)
4. How does the artist use shapes in this piece?
5. Page 10- Quickfire: name 5 3-dimensional objects, ready, GO! (If the students
have a hard time naming geometric shapes, start them off with sphere, prism,
cube, etc.)
6. How does the artist use 3-dimensional objects in this piece?
7. Page 11- Composed here is the verb of the term composition. Can anyone tell
me what this means?
8. Page 14- Who can tell me what perspective means? (The way we see things. Give
example- I see things different because I am sitting somewhere different in the
room. You see things different because you are sitting somewhere different then
your friends)
9. Page 12 How do you use 2-dimensional shapes and 3-dimensional objects in your
art?
10. Page 32 (last page) Are these lines curved or straight?
11. How could you use these shapes and objects differently?
Body: After introducing the different lines visually, and describing them vertically, students will
be asked to stretch in a full body demonstration of what the lines may look like:
- The teacher will stand at the front of the class and point to a type of line (horizontal,
vertical, parallel, perpendicular,
- Students will work individually or in partners to demonstrate this line by stretching their
arms.
- Each line should be chosen no less than three times
Students will practice drawing parallel, intersecting, perpendicular, vertical, and horizontal lines
on graph paper, through creating 2D and 3D shapes.

Conclusion: The students will be asked to pick one type of line, describe it, and name a place
where they might find in the world around them. They will be asked which lines were difficult
to understand.

Assessment: The students will be formatively assessed on if they can draw parallel,
intersecting, perpendicular, vertical,and horizontal lines? Which line concepts did they
understand? What concepts did they struggle with?
Class 2
Key question: Where can shapes be found in our environment?
Objectives: Students will
1. Understand terms and concepts that allow math and art to share physical space
2. Be able to draw rectangles, squares, trapezoids, parallelograms, and rhombuses on
graph paper
3. Be able to recognize rectangles, squares, trapezoids, parallelograms, and rhombuses in
their environment in both 2D and 3D forms.

Materials:
List of math terms, and visual examples for review
3-Dimensional objects of the 2-D shapes
Drawing materials (pencils)
Graph paper
Examples from Art History (projected on smart board)

Introduction:
1. Review the concepts that allow math and art to share a physical space and review any
new terms learned the previous day.
2. Read Shapes in Art
3. Introduce new math terms that pertain to two-dimensional shapes, specifically
parallelograms (rectangles, squares, trapezoids, rhombuses).
4. Shown where these shapes exist in examples from art history.

Art Examples:

Piet Mondrian, 1912, The Still Life with Gingerpot II

Wassily Kandinsky ,1923,Composition VIII

Jasper Johns, 1955, Target with four faces

M.C Esher, 1960, Surrealism, Ascending & Descending

KooZA/rch, 2014, Photo-Manipulation,Geometric Landscape,

Body: The students will practice drawing rectangles, squares, trapezoids, parallelograms, and
rhombuses on graph paper. Then draw examples that they see in their direct environment (on
graph paper) labeling these shapes using the terms learned from class one and class two. The
graph paper will the be put into their sketchbooks at the end of the lesson.

Conclusion: The students will be asked to describe one of their drawings with a partner. They
will be asked to discuss what shape they drew and then where they found that shape in their
environment, and asked to explain how they drew that object, containing said shape.
Students will then be asked to switch partners and discuss the same questions.

Assessment: Students will be formatively assessed on their ability to recognize and draw
rectangles, squares, trapezoids, parallelograms, rhombuses and from their environment
Lesson 2: 3D objects in Art History and in our environment
Key question: How do we recognize and interact with 2D shapes and 3D objects in art and our
world?
Objectives: Students will
1. Understand how three-dimensional objects are employed by artists
2. Observe and record shapes and lines in their surroundings

Materials:
Clipboards
Graph Paper
Pencils
Whiteboard
Examples from Art History (projected on smart board)

Introduction:
1. Review main ideas from lesson 1 (class one and two)
2. Show examples of artwork from art history that demonstrate how three-dimensional
objects are employed by artists (pop-culture references like Disney characters).
Art Examples:

Paula Rusu, 2012, Character Design, Digital Art, Illustration

Timothy J. Reynolds, 2011, Architecture, Digital Art, Illustration

The above three images were found at: http://www.andysowards.com/blog/2012/60-beautiful-

examples-of-geometric-designs/
This website will be shown to the class, as there are many more great examples.
Body: Students will then go on a guided walk (outside or inside, weather permitting) to identify
and break-down 2D shapes and 3D objects from buildings and objects in their world. The
teacher will model this break-down at first on a simple building (a body of a house may be
made up of a rectangular prism, which includes a lot of rectangles, parallel lines and even some
perpendicular lines; the roof of a house may consist of a triangular prism, made up of 3
rectangles 2 triangles, some parallel lines, and some perpendicular lines; the garage-which has
a square for a door- may be a cube, which is made of 6 squares, 2 sets of 8 parallel lines-both
sets are also perpendicular to each other)
Students will be asked to find and document on their graph paper an object that is not a house.
Then they will break the object down into its basic 3D components and describe these
components into their 2D shapes and characteristic lines. This break-down should be recorded
on their pieces of graph paper on a clipboard. The graph paper will be assessed and handed
back to students to be inserted into students sketchbook

Conclusion: Students will be given the opportunity to share their findings. The information will
be collected, written down and tallied on the whiteboard, to see who observed what and how
many different things were observed.

Assessment: The students will be asked to hand in their clipboards and information gathered
on the walk, for formative assessment. The teacher will be looking for adequate information
gathered and if they students understand the concept of shape breakdown in their surrounding
environment. Students will also be assessed in the concluding discussions for their participation
and acute sense of observation based on the information they share with the class.
Lesson 3: Constructing and manipulating 3D objects & Art History city/town site (3 60 min
classes)
Key Questions: How can we construct and manipulate 2D shapes and 3D objects to create an
environment?

Objectives: Students will

1. Apply what they have learned in the previous 3 classes by constructing 3D objects out of
2D paper shapes and patterns
2. Consider elements of art and properties of design that they have learned up to this
point as artists and work in teams to complete a cityscape

Materials:
Printable patterns/templates (shapes)
Instructions on how to construct patterns/templates
Scissors
Glue (white, stick, hot glue gun, etc.)
Felt markers, pencil crayons, wax crayons, etc.
Tinfoil, plastic wrap, scrap paper, sand paper, scraps of fabric, duct tape, etc.
Examples of architecture
Examples of techniques to decorate cityscapes

Introduction:
1. Review what was learned in previous 3 classes
2. Show specific architectural works that have a strong sense of geometry attached to
them
3. Show students various techniques in making their cityscapes aesthetically appealing and
theoretically functional (IE. use sand paper or fabric to replicate siding of a house-
stucco, tinfoil as a solar panel, or plastic wrap for windows) and demonstrate that
different media may create different appearances (using wax crayon rubbings before
constructing the 3D object may help create the look of stone siding or stucco, of maybe
a combination of felt-tip markers and pencil crayons may create the look of wood grain
for a bench)

Art Examples:
I.M. Pei,1989, Louvre Museum,Paris

Frank Gehry - Visit the link below to view Gehrys architectural designs.
http://www.architecturaldigest.com/gallery/best-of-frank-gehry-slideshow/all

Frank Lloyd Wright:

Falling Water, 1935

Body: Students will be given 3 60 min classes to work on this assignment, as planning will need
to take place as this activity will be time consuming. This will also provide enough time for
demonstrations and exploration with materials provided.

Conclusion: Will be done in the format of an end of unit discussion, discussions questions are
listed below.

End of unit discussion questions:

1. Describe this cityscape. What do you see? How do you feel when you see it?
2. Show me some horizontal/vertical lines. Where are the parallel/perpendicular lines? Are
there any intersecting lines? Where?
3. What 2D shapes are most popular in this city/town site?
4. What 2D shapes and/or 3D objects have a more aesthetic appeal? Why are they more
appealing/less appealing than others?
5. What 3D objects are best for building with?
6. Can a shape/object be structurally sound and aesthetically appealing at the same time?
Why or why not?
7. Why do you think ____ is better for building with?
8. If you could do this again, what would you do different next time?
 9. How effective was working as a team to design and build this city/town site?
10. What did your planning process look like? Why did it work? How could it have been
improved?

Micro-Teach (Tuesday, February 28, 2017)

Outline of materials:

Introduction: After reading a section from the book Math at the Art Museum we will
investigate art that incorporates geometric shapes in examples of Art History, moving from 2-
Dimensional shapes to 3-Dimensional objects in paintings, sculptures, and architecture.

Introduce what we will be doing today

Objectives: Students will understand...
U1 Two-dimensional shapes and three-dimensional objects can be the foci of
many art pieces
U2 Geometric shapes and objects may be employed to make a work of art
U3 Shapes are all around us in art, architecture, and other areas of daily life.
Skill objective:

Microteach breakdown:
Time: 30 min
Introduction: (5-10 minutes)
Read pages 7-10 of the book Math at the Art Museum by Group Majoongmul and discuss
artists that use shapes as their foci of their work. This will be done in a slide production.
Set the book aside for exploration as desired by students teacher classmates.
Activity: (20-25 minutes)
As proverbial students, they will be tasked with developing a building from the supplies
provided.
Starting with a paper drawing and transitioning to a paper template(s), these students will
design and construct a mini building to be added to a theoretical cityscape. Students will be
asked to consider the surface quality of their building and explore ways in which they would
imitate different surfaces. Some examples may be using light coloured wax crayons to rub a
bumpy surface to achieve a look that is similar to stucco.